Tài liệu Life skills education for minority students in Northern mountainous region in Vietnam (through Natural and Social subject, Science subject)

MINISTRY OF EDUCATION AND TRAINING
THE VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES
NGUYEN THI THU HANG
LIFE SKILLS EDUCATION
FOR ETHNIC MINORITY ELEMENTARY SCHOOL PUPILS
IN NORTHERN MOUNTAINOUS REGIONS OF VIETNAM
Major: THEORY AND HISTORY OF EDUCATION
Code: 62 14 01 02
SUMMARY OF DOCTORAL DISSERTATION
ON EDUCATION
HA NOI - 2013
The dissertation was completed in: The Institute of Educational Science
The scientific advisors:
1. ASSOC.PROF.DR. NGUYEN THI MINH PHUONG
2. DR. LUONG VIET THAI
Opponent 1:…………………………………………………………..
Opponent 2:. ………………………………………………….……...
Opponent 3:…………………………………………………………..
The dissertation will be defended before the Examination Board at
Institute level in:
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Dissertation can be found at the National Library
INTRODUCTION
1. Reason for choosing the project
1.1. In modern society, it is necessary for people to equip not only
knowledge, health, working skills but also moral, aesthetic, humanistic
values and particular life skills.
1.2. Through life skills education, elementary school pupils will be
equipped knowledge and skills for practicing responsibility for
themselves, their family and community; improved ability behave in
various situations, etc.
1.3. The development of ethnic minority elementary school pupils
is impacted by factors such as living environment, economic situation,
habits and customs, etc. It is possible to assert that it is essential to
educate life skills for the pupils to cope with challenge and risks in the
life.
1.4. There is no detailed instruction document mentioning specific
characteristics in life skills education for elementary school pupils in
different regions, especially for ethnic minority elementary school pupils
1.5. Field survey result on life skills education for ethnic minority
elementary school pupils in Northern Mountainous regions shows that
life skills education for pupils were not taken interest by teachers; the
education was only to cope with the survey, irregularly and
discontinuously thus the education brought not effective result.
1.6. Nature and Society, and Science subjects are considered as
appropriate subjects in life skills education for ethnic minority
elementary school pupils. The life skills education for ethnic minority
elementary school pupils in Northern Mountainous regions of Vietnam,
however, is not taken interest and the life skills education is not really
effectively.
Therefore, we choose the project: “Life skills education for ethnic
minority elementary pupils in Northern mountainous regions of
Vietnam (through Nature and Society, and Science subjects)”.
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2. Purpose
The project is to suggest solutions in the life skills education for
ethnic minority elementary pupils in Northern mountainous regions
through teaching Nature and Society, and Science subjects to stimulate
the pupils in initiative learning, improvement of life skills and education
quality of life skills through these subjects.
3. Objects and subject research
- Object research: Life skills education for elementary school
pupils.
- Subject research: Relation of factors in the life skills education
for ethnic minority elementary pupils in Northern mountainous regions
of Vietnam through teaching Nature and Society, and Science subjects.
4. Scientific hypothesis
If the suggestion of education measures of life skills for ethnic
minority elementary pupils through teaching Nature and Society, and
Science subjects in compliance with principles of education of life skills,
in accordance with characteristics of the subjects and cultural natures of
ethnic minority elementary pupils in Northern mountainous regions is
approved, these measures will positively impact on teaching the subjects
and results on the life skills education for pupils.
5. Research tasks
The project focuses on studying on theoretical basis of life skills
education for elementary pupils; surveying and analyzing actual status of
the life skills education and the process of life skills education for ethnic
minority elementary pupils in Northern mountainous regions. Thence,
we will propose basic education measures of life skills for the pupils
through teaching Nature and Society, and Science subjects; conduct
pedagogical experiments to test scientific hypothesis of the dissertation.
6. Research scope
- About research content: We focus on researching ethnic minority
elementary pupils, the life skills education for the pupils through
teaching Nature and Society, and Science subjects.
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- About research regions: The project survey teachers in 6 provinces: Yen
Bai, Thai Nguyen, Ha Giang, Tuyen Quang, Lang Son, Hoa Binh and conduct
pedagogical experiments in 03 elementary schools.
7. Research method
Research methods such as document research; field research
(observation; survey by questionnaires; interview; specialist; and
pedagogical experiments); and mathematical statistical method in
education are applied during the research.
8. Defended theoretical points
- Life skills education for elementary pupils in general and for
ethnic minority elementary pupils in Northern mountainous regions in
particular is essential.
- Elementary pupils’ Life skills are only formed and practiced through
reaction activities and experiences of specific issues related to their daily life.
- Life skills education through teaching Nature and Society, and
Science Subjects is appropriate and highly efficient in practicing life
skills for ethnic minority elementary pupils in Northern mountainous
regions by exploiting contents and applying teaching methods.
9. New aspects of the dissertation
- Assessing some factors in living conditions impacting on the
life skills and actual education situation of life skills for ethnic minority
elementary pupils in Northern mountainous regions in Vietnam.
- Suggesting access to the life skills education with new ideas by
combining both methods: Exploiting subject contents to the life skills
education inherent in specific contexts of ethnic minority elementary
pupils in Northern mountainous regions in Vietnam, and applying
efficient teaching methods in the education.
- Designing two education measures of life skills for ethnic minority
elementary pupils in Northern mountainous regions through teaching Nature and
Society, and Science subjects with both above assess methods.
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CONTENTS
Chapter 1: SCIENTIFIC BASIS ON LIFE SKILLS EDUCATION FOR
ETHNIC MINORITY ELEMENTARY PUPILS IN NOTHERN
MOUNTAINOUS REGIONS THROUGH TEACHING NATURE AND
SOCIETY, AND SCIENCE SUBJECTS
1.1. Overall research history
1.1.1. Research on life skills and life skills education
1.1.1.1. In foreign countries
In the end of the 1960s, the term “Life skills” was mentioned by some
practicing psychologists, and then applied researches brought the life skills
education into schools such as: In U.S, Gilbert Botvin has released a highly
efficient program on life skills education for teenagers who are from 07th
grade to 09th grade (In 1979); In Latin America, a seminar on health
education through life skills education in schools was organized (Costa
Rica- 1996)…. In Asia, programs on life skills education were developed
widely by financing of international organizations, especially UNICEF,
UNESCO and UNFPA.
In Southeast Asia, education programs related to life skills were held
main in the last years of the Twentieth century. The life skills education is
considered as a efficient tools in developing ability to choose a healthy
lifestyles and to optimization physics, culture and psychology for the youth.
1.1.1.2. In Vietnam
The term “life skills” has mentioned in Vietnam since 1995 – 1996
through projects of UNICEF. Concept of life skills were clarified and
completed in the seminar on “Education quality and life skills” combined by
UNESCO with the Vietnam Institute of Educational Science in 2003. In
2003 – 2004, the Vietnam Institute of Educational Science collaborated with
UNESCO in organization of the research on “Life skills education in
Vietnam”. Some there were research details and projects related to life skills
education in secondary schools and high schools in 2005. In school year
2010 – 2011, Ministry of Education and Training promulgated the official
document No. 453/2010/KH-BGDĐT on strengthening the life skills
education in every education grade, and the Ministry allowed to publish
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documents on life skills education through teaching subjects in elementary
schools, secondary schools and high schools.
Apart from researches related to life skills education in general
education in Vietnam, some programs, projects and other research
documents regarding life skills education in continuing education. Centers
for life skills education are established and organized widely.
1.1.2. Research on life skills education through teaching Nature
and Society, and Science subjects
The life skills education is implemented through subjects in
elementary schools of many countries in the world, of which Nature and
Society, and Science subjects are selected in the education of life skills. For
example, the life skills education is conducted by teaching subjects such as
“Research on Society and Environment” (Australia); “Science”
(Newzealand); “Social research” (Korean) and “Research on Society and
Science” (America).
In Vietnam, researches on life skills education for elementary pupils
were not conducted much, of which there are few researches on life skills
education for elementary pupils through teaching Nature and Society, and
Science Subjects. Up to now, three typical projects on the life skills
education for elementary pupils through teaching Nature and Society, and
Science Subjects have been: (1) “Education of healthy lifestyle and life
skills education in teaching Nature – Society in Elementary schools”
(Project on training elementary teachers in 2007); (2) “Integrating life skills
education for elementary pupils through Scientific subjects and
extracurricular activities” (Luc Thi Nga – 2009); “Life skills education
through subjects in Elementary schools” (Ministry of Education and
Training – 2010); other projects also mentioned about some general points
related to life skills education in elementary schools such as “Life skills
education in Vietnam” (UNESCO, Hanoi, 2006); “Materials on life skills
education for children with difficult conditions” (UNESCO, Hanoi, 2006).
* General assessment and comments:
In the world:
- Life skills and life skills education have been taken interest by many
researchers as well as social organizers.
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- In Education field, life skills have been studied on widely in the world.
Life skills education have been conducted by accessing specific issues in
many countries all over the world; many subjects research are also various.
- Science subject is chose to access the life skills education in many
countries through designing subject and applying effective teaching methods
which emphasize interaction, practice and settlement of problems of pupils
along with reality; that method brought much success and efficiency.
In Vietnam:
Life skills and life skills education have studied on and are being
performed in every province nation widely. In general, theoretical basics on
life skills, life skills education have formed clearly, however, some issues
were not clarified such as:
- Research on each group, each type of life skills to clarify nature,
specific characteristics of each type and group of life skills, basic methods to
form and practice each group of life skills.
- Education contents and measures of life skills for various
education subjects such as pupils in rural areas, in urban areas, in mountainous
areas, and ethnic minority pupils, etc.
The assessing and learning about theoretical and actual issues related
to life skills and research on life skills education in the world and in
Vietnam showed that the research on and learning about life skills education
for ethnic minority elementary pupils and basic measures to educate life
skills for the pupils through teaching Nature and Society, and Science
subjects still remain many problems. If these problems are resettled,
theoretical and actual issues will be clarified partially.
1.2. Life skills and education of life skills
1.2.1. Life skills
1.2.1.1. Conception of skill and life skills
Skill is subject’s ability to do something basing on his/her knowledge,
experience to obtain result according to specific criterion, in accordance
with doing purpose and condition.
Life skills are individuals’ abilities to master themselves, to behave to
around environment and cope with situations and to effectively settle cases
and issues in their life basing on their knowledge, attitude and values.
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1.2.1.2. Classification of life skills
There are many classifications of life skills due to many ways to
access and various conceptions of life skills. The life skills not completely
separate, there is a closely relation among them to supplement together. In
this project, we will mention about the way to classify life skills due to general
life skills and life skills inherent in context of ethnic minority elementary pupils.
1.2.2. Education of life skills
1.2.2.1. Education conception of life skills
Life skills education is equipping learners with knowledge, attitude,
and value, and facilitate for them to practice, experience in reality that helps
them to master themselves, to effectively behave, to cope with and effectively
settle cases and problems in their life.
Life skills education through teaching subjects in schools is
organization of teaching activities to learners not only to acquire knowledge
and form skills by subjects, but also to practice specific life skills.
1.2.2.2. Essence and characteristics of life skills education
a. Life skills education is education with specific purpose, contents,
plan and measure: Purpose of life skills education is to help pupils to live
successfully and effectively when taking part in daily activities. Thus, life
skills education is a long-term and complex process with various contents.
Hence, it is needed for life skills education to make plan and contents for
different subjects, and then give some specific measures.
b. Life skills education must based on living value education: Life
skills education and living value education closely connect together, living
value education will make foundation and orient to express attitude and
behavior of each individual. It rules over subject’s activities, subject’s
decision in resettlement of problems in daily life. Thence, it is necessary for
life skills education to conduct in parallel with living value education, it also
abide by principles of living value education.
c. Life skills education is highly complex: Life skills education is not
unchanged. Purpose, content and method of life skills education will be
changed depending on each space, time, subject and situation.
d. Life skills education is inherence in experience and applying
effective teaching methods: Life skills education must provide pupils with
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chance to experience and apply acquired knowledge to resettle specific
problems in their life. Applying positive teaching methods and techniques
not only stimulates pupils’ interest, helps the pupils to prove self-study
ability, but also facilitate pupils to “learn about study methods”, hence, their
life skills will be practiced and improved.
1.2.2.3. Principles of education of life skills
Basing on essences, characteristics of life skills education, through
contents of some relevant psychology theories and contents of some projects
related to education of life skills, some general and basic principles of life
skills education are synthesized as following: (1) ensuring interaction of
pupils; (2) Ensuring pupils’ experience; (3) Ensuring the schedule; (4)
Ensuring to establish and change behavior.
1.2.2.4. Education ways of life skills in elementary schools
Life skills education in elementary schools is performed by two basic
ways: (1) through teaching appropriate subjects; (2) through extracurricular
activities.
1.3. Teaching Nature and Society, Science and Life skills
education for ethnic minority elementary school pupils
1.3.1. Generalization of Nature and Society, Science subjects
Nature and Society, Science subjects are to equip pupils with basic
knowledge of: body, the way to keep hygiene and prevent from common
disease, and accidents; some simple things and phenomenon in nature and in
society; metabolism, reproduction of plants and animals; characteristics and
application of some substances and materials and power resources in
production and in daily life.
1.3.2. Life skills education for ethnic minority elementary school
pupils through teaching Nature and Society, and Science subjects
Contents of subjects is friendly with, around living environment, in
compliance with natures of ethnic minority elementary pupils facilitates
pupils to practice skills such as observation, discussion, assessment,
querying, putting a question and expression of their knowledge of things and
phenomenon, etc. Hence, teaching Nature and Society, and Science subjects
to develop life skills for pupils is completely suitable and can be performed
by two ways: exploiting contents of subject and applying it in collaboration
with positive teaching methods and measures.
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1.4. Characteristics of living environment, psychology and study
of ethnic minority elementary school pupils in Northern mountainous
regions
1.4.1. Characteristics of natural conditions
Ethnic minority people often live in mountainous areas, midland with
severe weather conditions in winter, difficult traffic conditions with heavy
rain and floods. Natural conditions not only impact on living, culture,
economic and society, but also strongly impact on study and communication
of ethnic minority pupils.
1.4.2. Cultural and social characteristics
Northern mountainous regions are residence of many ethnic
minorities and a large number of elementary school is ethnic minority group.
Living of ethnic minorities in northern mountainous regions is very difficult
due to harsh living conditions along with agriculture. However, pupils live
in diversified cultural environment with specific lifestyle, customs and
habits.
1.4.3. Characteristics of communication and psychology
Ethnic minority elementary school pupils use two languages: mother
tongue and Vietnamese, of which mother tongue is used more popular.
Pupils’ ability to use Vietnamese exist many shortcomings and difficulties.
Sensation, perception of ethnic minority elementary school pupils
bring uniqueness inherence in trees, animals, things, phenomenon in nature,
however, bring emotional, superficial characteristics; their attention state is
unstable when communicating because they are afraid of thinking,
brainstorming; their ability to intentionally memorize is slowly formed; they
are lack of ability to vividly image.
1.4.4. Conditions and quality of study
Because daily life is still difficult, often deals with hunger and cold,
demand and motivation to study in classroom of ethnic minority elementary
school pupils is not high. In addition, low socio-economic conditions and
difficult study and living conditions in school; quite high dropout and
repetition; little and weak local staff and manager team and so on leads to
study quality of ethnic minority pupils in this region is generally low.
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* General Comments:
Ethnic minority elementary school pupils have specific characteristics
of living conditions, psychology, communication, study and so on.
Therefore, during the education of life skills, besides to complying to the
general characteristics and principles of education of life skills, life skills
education process for ethnic minority elementary school pupils must ensure
the specific principles, originating from the unique characteristics of the
object such as: (1) life skills education must be lively, attractive and create
opportunities for many pupils to participate in the education order to
stimulate interest in the study in classroom, (2) life skills education must
come from the reality and be linked to the reality based on learner’s
relationships, being suitable for daily life, study, cultural environment and
daily communication of pupils, (3) ethnic minority elementary school pupils
are often emotional, honest, so in education of life skills, educator must be
close, often encourages and creates fair and respectful study environment to
establish friendly relationships for pupils.
1.5. Real situation of life skills and life skills education for ethnic
minority elementary school pupils in northern mountainous region of
Vietnam
1.5.1. Survey real situation
Surveying the real situation aims at collecting, finding information
in order to evaluate accurately the ethnic minority elementary school pupils’
real situation of life skills in northern mountainous region and accessing the
implementation of life skills education at elementary schools in this region.
The survey was conducted for a number of administrators, teachers,
and pupils in 6 provinces through questionnaires combined with observations and
in-depth interviews. The survey content revolves around understanding the
perception and evaluation of teachers on life skills, role of life skills groups
for ethnic minority elementary school pupils; Accessing documentation,
training programs and implementation of education of life skills.
1.5.2. Results of the survey
Currently, ethnic minority elementary school pupils’ life skills in
northern mountainous region is only below average. Pupils are often open,
proactive to communicate with their familiars but not proactive and timid in
communication with strangers; initially, they are conscious to work in group
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when teachers request, but they are still passive to raise opinions in group
activities although they know listen and respect others' opinions; their ability
to express body language is limited; their ability to resolve conflicts and to
say no is at a low level.
In addition, the pupils were aware of their own relationship in their
family, but they have not defined their own role to society; their
reorganization and assessment on physical and mental changes of
themselves are not clear; they have not yet evaluated goals and defined goals
for themselves.
For problem-solving skill, pupils initially accept to solve problems
but they are still reluctant and obligatory to solve problem, not confident in
themselves when making way to solve problem; can offer one suggestion to
solve problem but they don’t know to analyze the reasons for offering such
suggestions without the assistance of teachers or others.
For teacher: The implementation of life skills education has many
difficulties and performance is reached only below average. Most teachers
had right perception of the necessity of implementing life skills education
for pupils, initially accessed to related documents and programs but this
access was not regular, continuous and not deeply, not closely to appropriate
application for objects in the region. Many teachers also chose to educate
life skills through social and scientific subjects; however, implementation
result is only achieved at below average. The teachers’ implementation has
also a lot of difficulties because they have not yet understood well the
content and approaches to present life skills education into subjects.
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Chapter 2
MEASURES TO EDUCATE LIFE SKILLS FOR ETHNIC
MINORITY ELEMENTARY SHOOL PUPILS IN NORTHER
MOUNTAINOUS REGION OF VIETNAM THROUGH NATURAL
AND SOCIAL, SCIENCE SUBJECTS
Based on the combination of two approaches: exploitation of content
subjects to educate specific life skills which have their own characteristics
and institutions, use of positive teaching methods and techniques to educate
common life skills under the direction of enhancing interaction and
experience, at the same time life skills education through class subjects and
out-door activities, we would like to propose measures to educate life skills
for ethnic minority elementary school pupils through teaching Natural and
Social, Science subjects. Namely:
2.1. Exploitation subject content and selection of appropriate
lessons to educate life skills for ethnic minority elementary school pupils
2.1.1. Exploitation of content of life skills education
2.1.1.1. Group of life skills on context which have specific
characteristics of ethnic minority elementary school pupils
Natural and Social, Science subjects are the subjects which create
favorable conditions for ethnic minority elementary school pupils to
practice life skills relating to issues of hygiene, disease prevention and life
safety, necessary life skills necessary for ethnic minority elementary school
pupils. Concrete contents are as follows:
* Life skills associated with hygiene issues: Skills to be self-aware
and make decision to solve issues of personal care and hygiene, Skills to
communicate, express opinions, propagandize health education sanitation in
the community; Skills to make decision and select actions, works to clean
and protect living environment.
* Life skills associated with disease prevention: Skills to be selfaware and evaluate the prevention of common diseases of themselves, their
families and the community in which they live; skills to be self-aware,
analyze the causes, symptoms of common diseases; Skills to make decision
to prevent some common disease in the community.
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* Life skills associated with life safety: Skills to deny additive
substance use (alcohol, beer and pipe tobacco, tobacco and so on); Skills to
select the actions to ensure safety at home, at school and on the way to school.
2.1.1.2. Group of general life skills
Due to the difficulty in using common language, shy and lack
confidence in communicating, ethnic minority elementary school pupils
have limitations in communication skills and other life skills. The survey
results show that: the majority of pupils’ life skills are only average, in
which a number of skills are weak. Therefore, in life skills education, it is
necessary to pay attention and train the following life skills:
* Skill to be confident, active to present and raising problems: be
proactive, confident, ardent to speak, contribute opinions in the activities of
Natural and Social, Science subjects, have capacity to use appropriate body
language to state their point of views, to present problems in a convincing way.
* Skills to negotiate and manage conflicts: present their view point,
restrain their negative emotions to have positive words.
* Cooperate and teamwork skills: being active, serious, ready to
implement and complete study tasks.
* Communication skills with strangers: being active to greet, open,
friendly in the communication to build up the close relationship. However,
pupils must keep sustainable attitude, self-control in order to protect
themselves to risks which may occur when communicating with this object.
* Skills to express their opinions to raise their own opinions, to agree
or disagree with specific situations.
* Skills to define their value: determining the important role of
themselves when participating in study activities in subjects, so, they are
gradually aware of their role in activities of living, daily communication.
* Skills to be aware of their body: recognizing the evolution and
changes their body in term of psychophysiology; identify and assess properly
abnormalities when being sick, tired; determine their value to be able to be
self-employed.
* Skills to orientate, review their own behavior: self contact, evaluate
their own activities in academic life, living, daily communication relating to
lesson content of the subject.
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* Skills to face the issue in a positive way: control their negative
emotions, being ready and determined to face and solve problems.
* Skills to identify and analyze problems: identifying, reviewing, and
evaluating their problems, analyzing problems in close relationships to their
own to offer resolutions.
* Skills to seek the help of others: sharing, presenting problems in
progress, listening to the opinions of trusted persons to find out or confirm
the accuracy of measures to solve problems.
* Skills to make decision for solving problems: believing in their
review and selection to make decisions for some specific issues.
2.1.2. Selecting the appropriate lessons in Natural and Social,
Science subjects to educate life skills
The lessons which are appropriate with the implementation of life
skills education for ethnic minority elementary school pupils must satisfy
three basic conditions as follow: (1) Lesson content must be appropriate
with features of lifestyle, study of ethnic minority elementary school pupils,
(2) Lesson content must help pupils improve their specific life skills, (3)
Lesson content must suit the construction of situation , use of methods and
forms to organize teaching positively to develop the general life skills.
For example: teachers can choose lesson 5 "Pulmonary tuberculosis"
in the subject: Nature and Society in 3rd grade to perform life skills
education for ethnic minority elementary school pupils because: (1)
Pulmonary tuberculosis is the disease which ethnic minority inhabitants
caught easily it because they have not yet known the way to care, make
personal hygiene to prevent, and not go to facilities; (2) This is a lesson that
integrates health education content; it involves communication skill, skill to
make decision and to select appropriate measures to prevent pulmonary
tuberculosis for pupils and those around them; (3) Teachers can completely
design situations, study activities associated with the daily life of ethnic
minority elementary school pupils to educate communication skill, solvingproblem skill for pupils.
Based on this, we have selected 65 lessons of Natural and Social,
Science subjects which are able perform life skills education for ethnic
minority elementary school pupils.
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2.2. Using methods and organizational forms of positive teaching
to educate life skills
From determined content of education of life skills, and practical
demands and role of using positive teaching approach to educate life skills,
we propose measures to educating life skills for ethnic minority elementary
school pupils in northern mountainous region in the direction of using
combined form of teaching in classroom and outside classroom through
some active teaching methods in natural and Social, Science subjects. This
measure aims to facilitate student to interact and experience, overcoming the
shy in communication, creating motivation, stimulating demand for study in
the classroom; exploiting and using teaching media and equipment which are
simple and suitable to practical conditions but get high effectiveness. The
active teaching methods and forms proposed include: Method to study
situations (through water puppetry shows); Observation-combining-groupdiscussion method; methods to play role; methods to organize study games
(speaking contest with topic); Training method.
2.2.1. Using the situation study method (through puppetry show)
Significance: When transferring the lessons into situation stories, the
issues of daily life are expressed through the puppetry characters which are
associated with lifestyle, relationships, culture of ethnic minority elementary
school pupils, lesson content will attract pupils’ attention and therefore,
pupils can easily understand and apply the lessons learned to daily life issues.
Ways to implement:
Step 1: Preparation: Building images of character; building situations
(situation content and discussion after situation); preparing puppets;
Combining the display of situation by puppets with plan lesson. For
example: For the lesson: "Pulmonary tuberculosis" (Nature and Society, 3rd
grade), teachers can organize for pupils to study situation by puppet show
which revolves the story of Pao with symptoms of pulmonary tuberculosis.
His father moved him to see a doctor and the conversation between Pao and
the doctor helped Pao understand well the causes, effects and treatment of
this disease. The discussion after the situation includes: Which disease did
Pao catch? What were the symptoms when Pao caught the disease? What
did Pao’s family do? What is the cause of the disease? Can this disease be
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cured? By which way this disease can be infected from person to person?
Teacher prepares at least 3 puppets made from material or cover for 3
characters: Pao, Pao’s father and the doctor.
Step 2: Description of the situation through puppets and organize
study the situation. For example: For the lesson: "Pulmonary tuberculosis"
(Nature and Society, 3rd grade), teachers can combine the organization of
puppet show to describe the situation and organize discussion according to
prepared contents.
Step 3: Review and evaluation after situation study
Some notes: Situations to build the story must have plot, the story
must be close, linked to pupils' daily life. The preparation of puppets should
be simple but have special characteristics to attract pupils. When organizing
situation study: teachers should combine group discussions, role play,
playing drama, painting and so on.
2.2.2. Using observation combining group discussion in classroom
Significance: Use a combination of observation and group discussion
method will contribute to improve and train communication skills, cooperative
learning ability and teamwork, develop pupils' thinking.
Way to implement:
Step 1: Preparation: Determining goals and selecting observation
objects; planning for pupils to make observation and group discussions;
preparing handout to study/work (if necessary). For example: For the lesson:
"Pulmonary tuberculosis" (Nature and Society, 3rd grade), after organizing
for pupils study situation by puppet show, teachers can organize for pupils
observe and discuss in group about pictures 6, 7, 8, 9, 10, 11 in text book
page13 to help: “Pupils know and speak their decision about which they
should to do and not do to prevent pulmonary tuberculosis in some specific
situations”. Teacher can organize for pupils to observe in pairs; report results by
using fiches which are stickled on board to compare, comment and learn
lesson.
Step 2: Organizing for pupils to observe and make group discussion:
Dividing the group and arranging seats for groups; assigning tasks for
observation and discussion; Groups implement tasks of discussion; Managing
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and supporting groups to work. For example: For organizing for pupils to
observe 6 pictures in the lesson "Pulmonary tuberculosis", teachers can
divide the class into groups of 2 pupils/1 picture and split the class into six
regions, each region will exploit and clarify the content of each picture:
What is the content of this picture? To prevent pulmonary tuberculosis, will
you follow or not follow the actions in the picture? Why?
Step 3: Working in all class. For example: After the groups discuss 6
pictures, teacher demand groups to present discussion results by sticking
discussion fiches on the board. Teacher appoints 6 pupils to go to board to
read the group working results, compare those results and make comments
before class so that all class evaluates and draws conclusions.
Some notes: Method of group discussions and observation methods
can be used in the combination at many moments such as starting of the
lesson to help pupils form new knowledge or after organizing for pupils
participate in situation study activities. Objective of observation and group
discussion methods should be determined in a particular and obvious way.
2.2.3. Organizing game of role play in progress of lessons
Significance: Organizing for pupils to play roles to handle specific
situations, creating opportunities for pupils to practice and experience their
knowledge, understanding and skills in a safe environment before taking into
real situations. It also contributes to the formation and training of communication
skills, cooperative working skills, critical thinking f, negotiation skills,
decision making skills and problem-solving skills for pupils.
Way to implement:
Step 1: Preparation: Identifying objectives and selecting content to
play role; designing the situations to play, building study fiche (if
necessary). For example: When teaching the lesson: Practice saying "no" to
addictive substances (Science, 5th grade), teacher can choose goal "Pupils
respect the right to refuse use of addictive substances of others; receiving,
analyzing problems and making decision to deny the use of addictive
substances". Teacher can spend about 18-20 minutes on playing-role
activities in according to situation in which Pao’s cousin invited him to
drink alcohol in celebration of new house and Pao refused.
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Step 2: Analyzing role-play situation: teacher divides the class into
small groups and set role-play situations; organizing for pupils to discuss,
analyze the situation to play. For example : For the lesson: Practice saying
"no" to addictive substances, teacher assigned seating position for groups,
divides pupils into groups of 6 pupils, distributed the fiches to note situation
to play and organized for pupils analyze situation to play role. For each
situation, teacher raised questions: Where did the situation happen? Which
characters are in the situation? Which issues are solved?
Step 3: Organize for pupils to play their roles in a small group.
Example: Lesson: Practice say “No” with addictive substances, teacher
introduces groups of pupils to play roles in small groups before presenting before
the class. Time of discussion and playing roles in small groups (6 minutes).
Step 4: Whole class activity organization. Example: Lesson: Practice
say “No” with addictive substances, after playing roles in small groups, the
teacher appoints about 4 groups to present before the class, other groups
watch and give the conclusion.
Some notes: Playing role method should be used at the end of lesson.
Name of characters in situations should be suitable with names of ethic
groups of students. Situations must exploit and build up on basis of daily life
of ethnic minority elementary school pupils and is presented by simple and
detailed words about characteristics, location, time and so on. Each group
should be not over crowded (about 4-6 pupils) to facilitate the students are
playing.
2.2.4. Speaking test under the topic
Significance: Organization for pupils to test speaking, presentation,
show the opinion themselves or of group relating to contents of the lesson
will contribute to improve communication skills. Form of competition will
create excitement, stimulate to emulate pupils to reach high achievement,
enhance the interactivity among opinion, ideas of pupils, will create good
environment for pupils to practice negotiation, cooperation skills, good
listeners, restrain negative feelings to show your opinion in a positive way.
Implementation:
Step 1: Prepare: Define objectives and content selection to organize
the test; Build up regulations for the test. For example: When teaching the
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